Instead of thinking about what we are not teaching, let’s take this opportunity to focus on what is truly important in our subjects and endeavor to teach it in ways that make it durable, usable and flexible in the minds of our students.
The act of physically writing something may be the best way for most students both to remember their assignments and improve their executive functioning skills.
When we invite students to engage with a text through creative writing, we boost the potential for the characters and stories to be embedded in a student's long-term memory.
It is crucial to re-work our school day to create an environment in which students can sleep well and finish the race for sleep.
It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.
Memory, like all brain functions, is not isolated to one region of the brain—and without it, learning does not happen. What follows is how we have translated research on memory to our respective disciplines, science and history.
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?
By releasing myself from being a “sage on the stage” to become a co-creator of educational opportunities with my students, everyone in my classroom is a better teacher and stronger learner.
Changing a schedule is a large scale effort. What was I doing on a smaller scale in my physics class to combine rigor and well-being, strategies that could be done by any teacher without asking permission?
There is no magic potion to help all students all the time, but there is something that comes pretty close. And it is utterly doable, even in distance learning times, and for the full range of learners...